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1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
The Effect of Project Based Learning Model with KWL
Worksheet on Student Creative Thinking Process in Physics
Problems
Satria Mihardi (Corresponding author), Mara Bangun Harahap, Ridwan Abdullah Sani
State University of Medan, North Sumatra, Indonesia
E-mail: mihardiunimed@gmail.com, E-mail: marabharahap@gmail.com, E-mail: ridwanunimed@gmail.com
Abstract
This study research was aim to analyze effect of project based learning model with KWL worksheet on Student
creative thinking in solved physics problems. The type of this research was quasi-experiment with two-group
pretest and posttest design with the population in this research is all college in Undergraduate Education Physics
of State University of Medan in A.Y. 2012/2013 were randomly selected and divided into two classes: the
experiment class and the control class. The research instrument was a essay test in higher order thinking with
five item. Analysis data would be using ANOVA One ways. The result shown that Student creative thinking in
project based learning model is greater than cooperative learning models. It proved learning process with Project
Based Learning actually effective to advance Student creative thinking process and observations made by the
observer indicated that the student activity positive increased.
Keywords: Project Based Learning Model, KWL Worksheet, Creative Thinking
1. Introduction
Education is a support in creating the nation's progress and the countries. This was seen at the education
level of the people who becomes an assessment of the human resources (HR) level of a country. The higher
human resources level in a country considered the more developed countries. An assessment in human resources
level development can be seen in the attention to education in a country. An attention may be the government
roles in advancing the education of the nations and states. Fraser (2002) describes the relationship between the
environment and the learning process as an illustration of the variation in comparing, evaluation, and applying
learning as observation in assessment learning outcomes.
Development of instructional media adapted to the development of technology to present new things in
teaching so as to attract interest from Students. It can be seen from the use of ICT in learning that done by
Jarosievitz (2012) in Physics teaching methods combined in the project. In application, activities more attractive
by engaging multimedia and internet communication. Student can awareness to making project from media ICT
to applied of knowledge to making material visualization in Physics. It will be shown creativity in Students
activities.
The using of instructional media and learning through environmental adaptation of Students to be more
creative and motivated in learning activities. Roy (2007) explained that express complex thinking can be
achieved by looking at the environment and seek through the experience and views are obtained, which can lead
to creativity in line with the spirit of understanding and goals achievement. In this case, Students can imagine,
rational thinking, investigating, and designing something in the imagination realized. This activity is scientific
knowledge in the values and assumptions of the Nature of Science (NOS) as proposed Liang, et al, (2005). So,
Students will be motivated and more interested in learning because Student will feel that do have more meaning
in life.
Even so, in learning activity at classroom as based on observations and interviews of Students in
Undergraduate Physics Education at State University of Medan concluded that as long as the learning almost 80%
Students are thinking how can finished study as quickly, whereas motivation of Students have high learning
outcome in Physics learning but nothing support from learning to creativity advance, especially in creative
thinking. Student learn Physics just with following instruction from Teacher. It was shown to solve problem in
Physics which is not like as examples given. In solving problem of material Physics, Students can finished and
solved it. But, Student rarely using another ways to solved it. This is due to lack of direct awareness to solving
project effectively and efficiently in learning. It was shown with Student activity which less applied Physics
concept in real life problems. Student solved of task and problem test of Physics just for getting pass of
examination from Teachers.
In learning Physics theory, Student rarely thinking for advance creating ability to making something a
new idea or way innovation in solving concept problem in Physics. Student just answer calculating of test but not
understood of problem as clearly. So that the creativity of Students is not reached and the pattern of thinking is
not systematic. Students are also arguments on the issues are rarely a problem. While the Physics experiment
observation, Student just following steps in instruction of experiment. Student is rarely trained to making a new
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2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
steps or innovation in experiment. Student just trained to proved in experiment.
Based on consideration of the increased motivation and thinking ways of Students, the appropriated
model can reached is Project Based Learning (PjBL) models. With PjBL Student will be trained to creative and
innovative in learning. In this case, PjBL can also improve Student’s creative thinking that can lead to the
creation or realization of the planned project. Hong, et al, (2010) states that PjBL is a significant approach in
enhancing the potential of changing the way teaching and learning is passive to enable Students with the tools
and media support to improving learning outcomes. According Holubova (2008) PjBL has advantages in this
type of teaching on Student activities and opportunities to solve multidisciplinary problems.
In addition, PjBL can be done in an environment outside of school, work together to teach, train
Students examined, using various tools, technologies, and materials. This is confirmed ChanLin (2008) which
states that it is important to do PjBL implementation by integrating technology in learning as Students planning
on the experience of self-exploration. This is done because according to Nurohman (2008) have PjBL stages of
learning that is consistent with scientists methods, so as to facilitate the internalization of values and spirit of the
methods scientists to Students. Bell (2010) stated PjBL as innovation in learning approaches by Teachers with
multiple strategies critical for success in the twenty-first century. In this study Students are expected to control
the learning through inquiry properly, cooperative, collaborate, and create works from the reflection of
knowledge.
To reached success in learning to PjBL according to Heo, et al, (2010) there are two things to note. First,
learning support in order to create quality of Student interaction in learning. Second, the complexity of the
project that made the problems that formed the topic of shared knowledge. In this case, as Teachers are expected
to continue to maintain that Students remain on the right track, because Students need a facilitator as a guide in
determining the success and motivation as the spirit to realize their project. However, the problems must be
faced when using PjBL is the use of a fairly long time. This is because the level of planning and design. Not to
mention if there is a failure in implementation, not all groups can set up an existing project, and cost issues.
For that, use the Know-Want-Learn (KWL) worksheet as controlling the activities to be more
systematic and efficient use of time because it can focus more on Student work. In addition, Teachers are
expected to be able to give encouragement, motivation, and facilitation of referrals when Students need it. This is
done so that Students are more excited that the results are expected to be more optimal (Al-Khateeb and Idrees,
2010; Tucker, et al, 1997). KWL worksheet is proven to streamline the use and effectiveness of performance
based on research Tucker, et al, (1997). According to Tucker, et al, (1997) to organize their ideas Students must
be exploration in hand writing, illustrations, and determine for themselves the things that can assist them in
connecting the ideas of settlement of a problem, both personally and in groups. This is confirmed by Cassady, et
al, (2004) that the KWL is a self-report of what Students know and have learned, whereas the anchor task
provides a way for Students to demonstrate what Student have learned. Moreover, KWL can be reach threedimensional in learning ie service learning, social issues, and content learning.
The relationship between anxiety and originality approached significance in the direction predicted. The
need to measure creativity as comprehensively as possible, and across different populations, was identified and
discussed in relation to the results obtained. Another means, according to Barlow (2000) on the structure of
which is presented on the level of intelligence of Guilford that divergent thinking is the ability to do something
with the memory access in discovering a large number of ideas that matched a simply criteria. In this case, it is
advisable to increased the creativity is focused on the various divergent production skills there seems to be a
strong argument in favor of focusing upon the various skills related to transformations, which would support the
idea of focusing some attention upon shifts in insight. This is confirmed by Rabari, et al, (2011) supports the
evidence from several theoretical viewpoints suggested a link between divergent thinking and critical thinking,
the creative attitude, and interaction with materials science. However, it points to some Level of independence
among various components of the construct.
Based Munro (2004) explanation that creativity is seen as synonymous with divergent thinking. But, the
link between divergent thinking and convergent thinking measured by the traditional intelligence is complex.
The results obtained with traditional tasks intelligence measures not indicate creative potential. The creative
thinking in science indicates some of the ways of thinking that have led to creative outcomes. The creativity in
science involves search combined with recognition of patterns, enabling the use of information stored, evidence
for the thinking used. In otherwise, processes for creative production are indicated in diaries, laboratory
notebooks, and experiments. So, it takes the optimality in directing and implementing PjBL in learning.
1.1 Project Based Learning
Project based learning (PjBL) is a development in teaching as a learning approach introduced by John
Dewey. However, in its development PjBL began to be used as a method of learning to draw and show creativity
of students. Which is generally viewed from the presentation of an authentic problem situations and meaningful
to students, who can provide their services to conduct an investigation and inquiry. The theory that supports
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3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
model of project based learning is the theory of constructivism pioneered by Piaget and Vygotsky. Project based
learning is a teaching model that uses student’s learning approach to the problem of an authenticity
(constructivism). The authentic problems can be interpreted as a problem that is often found in daily life the day
and making a project as the result of study. Project Based Learning has been defined in many ways. For this
reason there exists no single definition. In the given definitions, PJBL has been referred to as a “model”,
“approach” or a “technique”, or as “learning” or “teaching”. Here is some of the view on PjBL in learning.
According Bell (2010) Project-Based Learning an innovative approach to learning that teaches a
multitude of strategies critical for success in the twenty-first century. According Klein, et al, (2009) Projectbased learning is the instructional strategy of empowering learners to pursue content knowledge on their own
and demonstrate their new understandings through a variety of presentation modes. The same defined is
explained Han and Bhattacharya (2001) that Project Based Learning is a teaching and learning strategy that
engages learners in complex activities. It usually requires multiple stages and an extended duration and more
than a few class periods and up to a full semester. Projects focus on the creation of a product or performance, and
generally call upon learners to choose and organize their activities, conduct research, and synthesize information.
While, Hadgraft (2012) explained Project Based Learning (PjBL) that is centered on the learning that emanates
from a real engineering project.
In development, now PjBL adapted into start learning model that can lead students to be more persistent,
creative, passionate, and interested in learning science. Model of PjBL engage students in learning requires
students to be able to produce a final project of learning in lessons. By learning will held the creations and
innovations of the ideas of students in completing something of a problem. Gibbs (2003) asserts that the benefits
of Project-Based Learning as increased motivation, increased problem-solving ability, improved library, and
Internet research skills, increased collaboration, increased resource-management skills, increased presentations,
and publics speaking skills, the research that supports projects, constructivism, multiple intelligences, inquirybased learning, discovery learning, problem-based learning, cooperative learning, process writing, and standardsbased authentic multidisciplinary tasks. This is consist with the results of research conducted by researchers in
applying PjBL as a model in the study of learning as Buck Institute for Education (2010) defined that Project
Based Learning is an innovative model for teaching and learning. It focuses on the central concepts and
principles of a discipline, involves students in problem-solving investigations and other meaningful tasks, allows
students to work autonomously to construct their own knowledge through inquiry, and culminates in a realistic
hands-on project.
Heo, et al, (2010) defined Project-based learning (PjBL) is an essential model for embodying the
social–cultural perspectives of learning in educational settings. According Thomas (2000) Project-Based
Learning is a model that organizes learning around projects, with based on challenging questions or problems.
The PjBL that involve students in design, problem-solving, decision making, or investigative activities; give
students the opportunity to work relatively autonomously over extended periods of time; and culminate in
realistic products or presentations. From some of these explanations can be seen clearly that the model of PjBL
designed as a learning model that is used as a creative director and developer of students in learning to be more
critical and innovative thinking on the problem. Project-based learning is an instructional model that involves
students in investigations of compelling problems that culminate in authentic products. The projects that make
for stronger classroom learning opportunities can vary widely in subject matter and scope, and can be delivered
at a wide range of grade levels. Projects put students in active role problem solver, a decision maker, investigator,
and documentation. The projects serve specific, significant an educational goals; Student are not diversions or
adds-ons to the “real” curriculum. The PjBL learning activities are long-term, interdisciplinary, student-centered
learning, and integrated with real-world issues and practices.
According Thomas (2000) that PjBL projects are central, not peripheral to the curriculum. This
criterion has two corollaries. First, according to this defined feature, projects are the curriculum. In PjBL, the
project is the central teaching strategy; students encounter and learn the central concepts of the discipline via the
project. There are instances where project work follows traditional instruction in such a way that the project
serves to provide illustrations, examples, additional practice, or practical applications for material taught initially
by other means. However, these "application" projects are not considered to be instances of PjBL, according to
this criterion. Second, the centrality criterion means that projects in which students learn things that are outside
the curriculum ("enrichment" projects) are also not examples of PjBL, no matter how appealing or engaging.
In other words, PjBL have characteristics: Student centered learning, whereas the focus of the project
remains grounded curriculum that must comply with the content standards and basic competencies. The PjBL
starting from depth questions to be framed and is part of the learning curriculum called with questions within the
scope of the curriculum (CFQ). The project involves the assessment process with a variety of assessment
techniques. The project involves tasks and activities within a specific time period. The project relates to real life
(contextual). Students demonstrate their knowledge and skills through the performance of works and published,
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4. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
presented, or displayed. The support of technology in improving student learning. In addition, PjBL have
principles, namely: 1) Principles of centralized (centrality), This principle asserts that the project work is the
essence of the curriculum. This model is central to the learning strategy, where students learn the main concepts
of a knowledge through project work. 2) The principle of the driving questions/guide (driving question),
Project focuses on "questions or concerns" that could encourage students to strive to obtain concept or principle
in certain field. The link between conceptual knowledge with real activity through the submission of questions or
by providing definition of the problem in the form of weak so in this case the external work that can increasing
student’s motivation (internal motivation) to foster independence in learning tasks. 3) Principles of
investigation constructive (constructive investigation), is a process that leads to the achievement of objectives,
which contains the activities of inquiry, concept development, and resolution. In the investigation includes the
design process, decision-making, problem-finding, problem solving, discovery, and model building. In this
project-based learning activities have included the transformation and construction of knowledge. In this case,
the Teacher must be able to design a project that is able to work to foster research, taste for trying to solve the
problem, and curiosity is high. 4) The principle of autonomy (autonomy), can be used as an independent
student in implementing the learning process, that is, free make choices, work with minimal supervision, and
responsible. Therefore, student worksheets, laboratory work instructions, and the like is not an application of the
principles of project-based learning. In this case only the Teacher acts as a facilitator and motivator to encourage
student’s independence. 5) The principle of realistic (realism), the project is something tangible and can
provide a realistic feeling to the students, including choosing a topic, task and role of work context, collaborative
work , product, customer, and standards of product. According Capraro and Slough (2009) said that PjBL
brainstorming is used as a pedagogical technique to establish teams and encourage a common focus. It is during
brainstorming sessions that teams develop shared knowledge and a group dynamic that will serve as the
incubator for their work together and eventually will lead to the group solution. The term relevance has to have
many meanings: the usefulness of the education to life-long learning, meaningfulness to self, importance to
society, real-world applicability, and finally, the formation of moral decision-making. In PjBL, relevance is not
an over simplification of these ideas, just a prioritization that is used to align learning with formal standards or
student expectations. So in PjBL educators talk about educationally relevant, and it is this educational relevance
that facilitates the development of rigorous and challenging experiences for students.
Thus, whereas in PjBL students are pulled through the curriculum by a meaningful question to explore,
an engaging real-world problem to solve, or a challenge to design or create something. Before Student can be
accomplished this, students need to inquire into the topic by asking questions and developing their own answers.
To demonstrate what Student learn, students create high-quality products and present their work to other people.
Students often do project work collaboratively in small teams, guided by the Teacher.
In the learning, PjBL model has been contributed components like as learner-centered environment,
collaboration, curricular content, authentic tasks, multiple expression modes, emphasis on time management, and
innovative assessment. According Baker, et al, (2011) said that Project-Based Learning Model engages students
in relevant learning that positively impacts their local communities and ecosystems. Teachers or mentors
facilitate, rather than direct, students as Student explore a system, ask questions, look at problems within that
system, determine solutions, plan and ultimately implement a project. The projects of student can be predetermined by an educator or can be completely determined by the students.
The result is a student-guided service learning project that involves students in the technological design
process while building and enhancing content knowledge, problem solving abilities, systems thinking and,
communication skills, e.g; 1) Asking questions (for science) and defining problems; 2) Developing and using
models; 3) Planning and carrying out investigations; 4) Analyzing and interpreting data; 5) Using mathematics,
information and computer technology, and computational thinking; 6) Constructing explanations (for science)
and designing solutions; 7) Engaging in argument from evidence; 8) Obtaining, evaluating, and communicating
information. Because of that PjBL is valuable; it effectively teaches content knowledge and skills, builds deeper
understanding of concepts, and makes a school curriculum more engaging and meaningful for students. PjBL is
one of the best ways to prepare students for the demands of life, citizenship, and work in today’s world. PjBL is
often focused on creating physical artifacts, but the artifacts are not as important as the intellectually challenging
tasks that led to them. These artifacts and activities could be part of a rigorous project if Student help students
meet a complex challenge and driving questions. According ChanLin (2008) that students need to participate in
various actions.
Cakmakci and Tasar (2010) explained that in the project based learning perspective, learning is dealt
with the reorganization of the cognitive structure of the learner. Permanent and efficient learning are a target in
project based learning with active participation of the student. In this context, the project executor has important
responsibilities such as preparation of the project plan, determination of sources and tools, continuous
supplementation of the project with innovative changes via observation, and control of student activities with
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
knowledge transfers. The same defined is described Laffey, et al, (1998) which explained that a project is
pertinent to learner’s real worlds, requiring collaborative investigation and the production of a series of project
artifacts, learners are able to acquire process skills such as planning, implementing, and monitoring of a project
as well as the content knowledge. Blumenfeld, et al, (1991) described two components of PjBL: problems to be
solved (or tasks to be accomplished), and tangible products as a result of the project.
PjBL projects are focused on questions or problems that "drive" students to encounter (and struggle
with) the central concepts and principles of a discipline. The definition of the project (for students) must "be
crafted in order to make a connection between activities and the underlying conceptual knowledge that one
might hope to foster". Then, PjBL projects may be built around thematic units or the intersection of topics from
two or more disciplines, but that is not sufficient to define a project. Projects involve students in a constructive
investigation. An investigation is a goal-directed process that involves inquiry, knowledge building, and
resolution. Investigations may be design, decision-making, problem-finding, problem-solving, discovery, or
model-building processes. But, in order to be considered as a PjBL project, the central activities of the project
must involve the transformation and construction of knowledge (by definition: new understandings, new skills)
on the part of students. In otherwise, Capraro and Slough (2009) said that PjBL for the purposes here is the use
of a project that often results in the emergence of various learning outcomes in addition to the ones anticipated.
The learning is dynamic as students use various processes and methods to explore the project. The project is
generally information rich but directions are kept to a minimum. The richness of the information is often directly
related to the quality of the learning and level of student engagement. The information is often multifaceted and
includes background information, graphs, pictures, specifications, generalized and specific outcome expectations,
narrative, and in many cases, formative and summative expectations.
Another thing explained Thomas (2000) that there are a number of ways that research on student
characteristics in PjBL can be conducted. Alternatively, PjBL designs or features in order to adapt to
(accommodate, remediate) student characteristic variables. There are a number of student characteristic variables
that might be investigated in the context of Project-Based Learning at five critical thinking behaviors
(synthesizing, forecasting, producing, evaluating, and reflecting) and five social participation behaviors (working
together, initiating, managing, inter-group awareness, and inter-group initiating). Results from the study are
provocative, but difficult to assess. Overall, high-ability students engaged in the criterion social participation
behaviors more than two and one-half times as frequently as low-ability students in the four classes observed and
engaged in critical thinking behaviors almost 50% more frequently.
Thus, effective project-based learning has the following characteristics: leads students to investigate
important ideas and questions, framed around an inquiry process, differentiated according to student needs and
interests, driven by student independent production and presentation rather than Teacher delivery of information,
requires the use of creative thinking, critical thinking, and information skills to investigate, draw conclusions
about, and create content, and connects to real world and authentic problems and issues. According Buck
Institute for Education (2010) that there are three ‘conditions’ that are necessary for successful Project Based
Learning. First, A strong Teacher-student relationship. The PjBL works best when you have established a
positive, communicative relationship with your students. PjBL is a community oriented, relationship driven style
of teaching and learning. Second, An atmosphere that emphasizes rigor and accountability: Project Based
Learning requires that students take responsibility for their own learning. The more Student understand the
importance of solid learning and being accountable for results, the more Student will be self-directed and highperforming in learning. Third, an opportunity for student to involvement which respectful listening and good
communication will improve the quality of projects. The Project-based Learning Model provides a scaffold or
structure for students to engage in each of these practices by taking the steps to develop and implementation of a
project. According Gibbs (2003) said Steps in Project Design generally shown in Determine goals, objectives,
benchmarks based on standards; Determine the essential question and scaffolding questions; Determine the
project medium, and parameters; Develop necessary handouts, check lists, support materials; Determine
beginning, intermediate, and end dates; Provide prototypes; Gather necessary resources, including time; Develop
rubrics for authentic assessment; Consider self-critique; Effective projects; Address issues that are broader than
the brightest student; Allow everyone to achieve success; Recognize student’s drive to important work; Engage
in provocative issues; Lead students to do in-depth exploration; Connect know and do; Integrate cross curricular
multiple intelligences; Allow the Teacher to play guide on the side and let students discovery and construct their
own meanings.
In learning model has a syntax which is the phase of each activity, so it can run systematically. Syntax
in order to help directed the learning. Syntax project based learning model can be seen in Table 1.
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6. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
Phase
Goal description
Specify criteria
Background
knowledge
Generated ideas
Implement
solution
Reflect
Generalize
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Table 1 Syntax of Project-Based Learning Model
Student Activities
Teacher Activities
Step 1: Describe the Ecosystem
Explanation
problem,
coordinating
student/peers, and giving motivation.
Step 2: Define the Problem
Directed student in investigation.
Step 3: Research the Problem
Guide and directed student to find information
about problem from investigation.
Step 4: Understand Stakeholder; Step 5:
Determine possible solution
Step 6: Develop a Plan
Assessment, collaboration, and supervised.
Step 7: Implement the Plan; Step 8: Moderate presentation, giving reflection, and
Summarize, Evaluate, and Reflect
assessment
The syntax is based on the phases contained in the steps in the key elements of PjBL. In students
activity can be seen clearly the description of the activities in the following steps of learning in Table 2.
Table 2 Description of Phase Student Activities
Description of Indicators
Determined Project
(a) find general and originally idea,
Step 1: Describe the Ecosystem
(b) Important and attractive,
Step 2: Define the Problem
(c) Descriptive complex problem,
(d) Showing relation idea,
(e) Primary of problem solved ill defined.
Determined Context of study case
(a) Questions about real world,
Step 3: Research the Problem
(b) Student autonomy is primary,
(c) Inquiry done in general context,
(d) Student may manage time effectively and efficient, (e)
Full study and self-control, (f) simulated professional work.
Activities Planning
(a) read,
Step 4: Understand Stakeholder; Step 5: (b) research,
Determine possible solution
(c) observation,
(d) interview,
(e) record,
(f) visited something about project,
(g) internet access
Activities Process
(a) sketching, (b) analyzing, (c) counting,
Step 6: Develop a Plan
(d) generated, (e) advance prototype.
Applying Project
(a) Trying making project, (b) testing and verification, (c)
Step 7: Implement the Plan;
evaluating result, (d) revised product, (e) make recycle
Step 8: Summarize, Evaluate, and Reflect
project, (f) Classification the best product.
1.2 KWL Worksheet
A KWL (Know-Want-Learn) was described by Ogle in 1986 as a framework that is used to connect a
prior knowledge of student to actively learning. The student begins by thinking about what Student already
Know about the topic of study. Next, Student think about what Student Want to know, and finally, Student
actively Learn something new about the topic. The students can do this activity independently, with minimal
guidance from the Teacher, or it can be a Teacher directed activity. In other way, the K-W-L is a strategy that
models the active thinking needed when reading expository text. The letters K, W, L stand for three activities
students engage in when reading to learn: recalling what Student KNOW, determining what Student WANT to
learn, and identifying what Student LEARN as Student read. KWL can be used as an introductory strategy in
order for pupils to document their present level of knowledge and what gaps may exist in that knowledge, to
structure progress in their learning and to analyze what new information has been learned after research.
This activity builds upon prior knowledge and understanding and develops teamwork skills. If the KWL
chart is carried out in groups, it may consolidate communication skills and teamwork. On a KWL grid, pupils
write under ‘K’ what Student think Student already know about a particular topic or issue. If pupils are working
in groups, Student may wish to use a Post-It style activity before writing their combined ideas onto the grid.
Pupils are then encouraged to think about the gaps in their knowledge by filling out what Student want to know
Phase
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
in the ‘W’ column. Once the topic is completed, pupils might return to their grids to fill in the final ‘L’ column.
Here Student confirm the accuracy of their first two columns and compare what Student have learned with their
initial thoughts on the topic in the ‘K’ column.
In the class, The KWL is designed for group instruction and can be used with either whole classes or
smaller groups. It can be used in all curricular areas and at all grades in which students are reading expository
material. 1) Group instructions. The initial group portion of this strategy involves three basic components: a.
First, the Teacher engages students in a discussion of what Student as a group already know about the concept
the Teacher or the students have selected to introduce the lesson. The Teacher lists this information on the
chalkboard or overhead projector. When disagreements and questions emerge, the Teacher notes them and
suggests that students may want to include them on the center column as questions Student want to have
answered; b. Second, after students have volunteered all that Student can think of about the concept, Student
should be asked to categorize the information Student have generated. The Teacher may need to identify one
general category that incorporates two or more pieces of information on the board to model the building of
chunks or categories; c. Third, after the students are somewhat familiar with this process, Student should be
asked to anticipate the categories of information Student would expect to have included in an article on the topic.
The categories of information identified will be useful in processing the information Student read and in future
reading of a similar nature. 2) Individual reflection. After the group introduction to the topic, students should be
asked individually to list what Student feel confident Student KNOW about the concept. Student can also write
down the categories Student think are most likely to be included. At this time, the Teacher should help students
raise those questions that have emerged during the discussion or that come from thinking of the major categories
of information Student expect to find. 3) Reading. Students should be directed to read the text once Student have
focused both on what Student know and what Student want to find out from reading. Depending on the length
and difficulty of the text and the class composition, the text can either be read as a unit or be broken into sections
for reading and discussion. As Student read, students should jot down information Student learn as well as new
questions that emergency. 4) Assessment of learning. The final step in the process is to engage the students in a
discussion of what Student have learned from reading. Their questions should be reviewed to determine how
Student were resolved. If some have not been answered satisfactorily, students should be encouraged to continue
their search for information.
According Ogle (1986) that the KWL (Know, Want, Learn) strategy provides a structure for activity and
building prior knowledge, establishing a purpose for reading and for summarizing what was learned. The
strategy can help students reflect and evaluate their learning experience, as well as serve as a useful assessment
tool for Teachers. According Cassady, et al, (2004) The KWL involves a three-step process that takes place over
the course of the service-learning activity. At the beginning of the service-learning activity or unit, students are
asked the K question: “What do you know” about a particular subject? This information can help the Teacher get
a sense of what students already know about a particular issue and then adjust what is being taught to ensure that
the students’ learning needs are met. Later in the unit, the students are asked the W question: “What do you need
or want to know” about the subject? The W gives students a voice in determining what content could be explored
further or emphasized as the unit unfolds. And finally, at the end of the unit, students are asked the L question:
“What have you learned” about the subject? The L encourages students to reflect on what Student have learned.
The KWL process allows each student to compare what student knew at the beginning of the unit with what
Student know at the end, thus self-assessing what Student have learned. Consequently, there is a different
assessment goal for each learning dimension. Using the fire safety for senior citizens service-learning project as
an example, each of the three learning dimensions of service learning is described: Learning about Service
Along with learning the content, successful service-learning also involves the performance of quality service to a
recipient with a need. Regardless of whether the service recipient is an individual or the greater community, is
located off or on the school campus, is part of a specific community or society at large, the service that the
students provide must be of quality and must be executed well. Meeting a community need requires
understanding of and preparation for the tasks to be performed. Therefore, a second focus of the assessment
process involves assessing the quality of the service students provide. Learning about the Social Issue In
successful service learning experiences, students also gain a deeper understanding of the local social issue that
undergirds the service activity. This is another important element that distinguishes service-learning from
community service. Therefore, a third focus of the assessment process involves measuring the depth of student’s
understanding of the local social issue around which their service-learning activities are focused. Learning the
Content Service-learning uses service to the community as a means to contextualize academic content for
students. Therefore, one of the primary focuses of service-learning assessment includes measuring the Level to
which students gain understanding of academic curriculum being taught.
KWL provides a framework for learning that can be used across content areas to help students become
active constructors of meaning. The KWL with strategy to help students write reports without copying, to guide
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exploratory science activities, and to increase learning from multiple sources including films and video-tapes.
This establishes a tone of respect for student’s ideas and helps students take the risk of asking questions which
then provides personal and corporate reasons for learning. This strategy is designed to help students develop
more active approach to reading expository material. Teachers first model and stimulate the kinds of thinking
needed for learning and then give students individual opportunities to list what Student know, what questions
Student want answered, and what Student have learned from reading the text. In this way, the benefits of group
instruction are combined with individual student commitment and responsibility. The KWL with strategy was
developed to translate current research findings about the active, constructive nature of reading into an
instructional lesson format. In classroom testing, KWL chart has been shown to be an effective tool to help
students become more active thinkers and to help them remember greater what Student read (Ogle, 1986). It has
also been useful in helping Teachers greater communicate the active nature of reading in group settings.
According Shelley, et al, (1997) that the KWL helps to make textbooks as well as other materials meaningful. It
encourages students to make connections between prior knowledge and new information thus facilitating the
construction of meaning. In this paper, we have provided some insight into the factors that may require some fine
tuning of the KWL procedures in the classroom, particularly taking into consideration the students' sometimes
limited background knowledge. Considering these and other relevant factors, any Teacher can engage in
effective implementation of the KWL. According Al-Khateeb and Idrees (2010) that the dependence of the KWL
strategy on presenting the teaching content correspondently with the logical organization of the content, which is
based on gradual advance from the easy to the more difficult, supported the learning process of the experiment
group to learn the religious concepts and acquire the abilities of classification, construction and evaluation; since
all depend on high-leveled thinking processes.
According Richardson (2012) that for using KWL chart will be applied in class with following fourth
steps below: Step 1: Choose a general topic and create a table with three columns and two rows — one row for
the headings and one larger one in which to write. Label the first column with a K for “What I Know,” the
second with a W for “What I Want to know,” and the third with an L for “What I Learned” or a variation of this.
Introduce the KWL strategy and model how to use it with the topic. Step 2: As a class group brainstorm what
students already know about a specific subject topic. Highlight the importance of prior learning and how life
experience and making connections to what we already know is a very important part of learning. Write these
ideas under the K column. Step 3: Now have students generate a list of what else Student want to learn or
questions Student want answered. Continue to demonstrate how to organize and categorize their suggestions and
how to use this information to set a purpose for reading. Students can also turn textbook headings and
subheadings into questions for the W column. Students now read (or listen) the text and actively look for
answers to their questions as well as to verify their knowledge. Step 4: After reading with purpose Student
discuss and record what Student learned in the L column, especially paying attention to W questions that were
answered from the text or activity. Provide multiple opportunities for students to use the strategy in pairs or small
groups until Student can use the strategy independently. The L column can also serve as notes for review and
revision.
In this research was combined both Project Based Learning with KWL Worksheet. Project Based
Learning Model with KWL Worksheet is a development of the PjBL model is done by combining the using of
KWL Worksheet on the application of the PjBL model in learning phase. The combination process is done
through a consideration of the compatibility activities on the purpose of two factors, both in the model and the
applicable worksheet. The aim of improving and optimizing achievement of learning goals through a learning
process which is the phase of the learning model, in this case PjBL model. Phase in PjBL models also adjusted
for student activities to use KWL worksheet. With that combination PjBL learning model will be more effective
and efficient using of time and the achievement of learning objectives. This is because the KWL these students
can stay focused on the process of drafting the project plan that will result in learning as a result of the creative
thinking process.
Using of KWL worksheet will be included in the first phase up to sixth phase on PjBL model (Goal
description, Specify criteria, Background Knowledge, Generated ideas, implements solution, and Reflect). The
using is intended to achieve the eighth phase (Generalize) as visualization projects planned and expected as
controlling the student activities of plans are made. The controlling process is combined by the terms of KWL
(Know-Want-Learn). The term of KWL adjusted to PjBL model phase process based on the purpose of each term
in the KWL worksheet. The placement of each term in KWL worksheet PjBL positioned in phase on the model
as follows: The term of K (Know in First phase until Third phase), the term of W (Want in Fourth phase), and the
term of L (Learn in Fifth phase until Sixth phase).
1.3 Creative Thinking
Creativity is sometimes seen as synonymous with the divergent thinking. Wallach (1970) argued against
this; while divergent thinking test scores predicted indicates of creative activity. According Wallach and Wing
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(1969) creative thinking may sometimes involve the divergent thinking. In other way, Runco (1992) proposed
that divergent thinking contributes to the potential for creative thought; divergent tests predict potential for
creative performance; but divergent thinking performance is not a criterion of actual creativity.
By defines that creative thinking and divergent thinking having relations in thinking process. The link
between divergent thinking and convergent thinking measured by the traditional intelligence is complex. The
Divergent thinking test scores sometimes correlate moderately with various indication of traditional intelligence
(Getzels and Jackson, 1962).
The relation both of creative thinking and divergent thinking explained Awang and Ramly (2008) that
the creative thinking will make students move “sideways” to try different perceptions, different concepts,
different points of entry. Students can use various methods including provocations to solve the problems. The
creative thinking has very much to do with perception to put forward different views. The different views are not
derived each from the other but are independently produced. In this sense, creative thinking has to do with
exploration just as perception has to do with exploration. The different way in process thinking is like as the
divergent thinking. In otherwise, creative thinking have indicators of a set of level to development for thinking
process of student. The discription of these levels are shown at the result of student’s task satisfied all criterion of
creativity product.
The description of creative thinking level by Siswono (2009) are divided by five levels. Level 5:
Student can synthesize ideas, generate new ideas from mathematical concepts and real life experience, and apply
the ideas to construct some problems. Level 4: Student also revised when Student find a hindrance. Level 3:
Student can synthesize ideas, generate new ideas only from mathematical concepts, and apply the ideas to
construct some problems also revised when student meet a hindrance. Level 2: Student can synthesize ideas and
generate new ideas only from mathematical concepts or real life experience. Student have not applied all ideas to
construct some problems, but student can revise a problem when find a hindrance. Level 1: Student cannot
synthesize ideas from mathematical concepts or real life experience, but can generate new ideas only from
mathematical concepts or real life experience. Student has not applied all ideas to construct some problems also
revised when find a hindrance. Level 0: Student cannot synthesize ideas from mathematical concepts or real life
experience, and cannot generate new ideas. Student just recall the ideas.
The difference of the levels is based on fluency, flexibility, and novelty in mathematical problem
solving and problem possing. Students at level 4 fulfilled three components of creative thinking indicators; and
at level 3 fulfilled two components, flexibility and fluency, or novelty and fluency. Students at level 2 only
satisfied one aspect that is flexibility or novelty, and at level 1 only satisfied a fluency aspect. Students at level 0
did not fulfill all components.
In learning, if the goal of education is to be able to not only remember facts, but also to use those facts
to solve problems and make decisions, then students are best served when Student are asked questions that
require them to complete more complex, higher order critical thinking, using higher order questions. Higher
order questions are those that ask how or why something happens or how one event, object, or idea might be
related to other events, objects, or ideas. These questions are phrased so that the person providing the answer
must engage in creative thinking. That is, students might use facts and details in the process of answering the
question, but Student must go beyond the facts and details to construct a rationale for the response. With higher
order questions, the persons responding is actively asserting some position about causes or relationships.
Questions phrased as higher order questions typically require the use of mental strategies associated with
creative thinking. Then, student could evaluated in process creative thinking. According Kovacs (2011) that
organized goals for teaching and learning is to create categories or types of questions and teaching objectives.
The idea is that simple remembering some fact is a very “low level” question and objective. At the other end of
the list is the “high level” act of creating new ideas or making new inferences. Below is a list that includes
categories of questions and objectives that range from the lowest level (remembering) to the highest level
(creating). In addition, Vangundy (2005) explained six major creative thinking principles: Separate idea
generation from evaluation (creative potential until you apply this principle every time you generate ideas. The
reason is simple; creative problem solving requires both of the divergent and the convergent thinking. Idea
generation is divergent; you want to get as many ideas as possible. Idea evaluation is convergent; you want to
narrow down the pool of ideas and select the best ones). Test assumptions (is probably the second most
important creative thinking principle, because it is the basis for all creative perceptions). Avoid patterned
thinking. Create new perspectives (two insightful thinkers and keeping sight of the big picture). Minimize
negative thinking. Take prudent risks (we must take risks to have any chance to succeed).
According to Torrance and Safter (1999) the creativity indicators are a tool, trait, or tool used to
evaluate creativity among individuals. Examples of creativity indicators include elaboration, originality, and
openness. This is confirmed by Smith (1967) said that creativity is usually enriched where several of the learning
conditions are present. The level of association depends on whether students see the creativity tasks as standard
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tests of intelligence and convergent thinking or as more open-ended tasks with permissive instructions that
encouraged them to think in original and divergent ways and were not tests that would be graded (Wallach and
Kogan, 1965). The findings suggest that traditional intelligence tasks measures do not indicate creative potential.
The creative thinking in science indicates some of the ways of thinking that have led to creative outcomes. The
creativity in science involves search combined with recognition of patterns, enabling the use of information
stored with those patterns to select the next step to modify the drawing. An evidence for the thinking used. The
processes for creative production are indicated in diaries, laboratory notebooks, and the experiments. With the
creative thinking, student will be creative in learning and making new learning and new generation more creative
and innovative students in 21st century.
In the achievement of learning outcomes in the form Student creative thinking level can be seen from
the process and outcomes of learning undertaken. Creativity is the highest intelligence level which shows and
demonstrates the ability of Students in designing tools, ideas, solutions, or work as a result of their creativity.
The results can be innovative creativity, original, applicable, and substitute, but most importantly can be useful
for others. In this case, creativity is considered a process of creative thinking. To see patterns in creative thinking
can be done by applying PjBL Model.
PjBL is a learning model that Students can demonstrate creative thinking to solve a problem. Moreover,
the results obtained in this model a work or project as a result of Students creativity. The resulting project can be
a tool, work plan, or solution of a problem-solving. In practice, Teachers must work hard to do the counseling
and guidance to motivate on Student achievement. In addition, PjBL takes a very long time and the Teacher
professionalism as a facilitator of learning. This is because Students are less able to focus and plan and possible
in completing the project. For that Students need a broad mindset in designing projects to be achieved.
2. Methods
The population is a goal that the object of the study. Fraenkel, et al, (2012) explained that the
population refers to all the members of a particular group of interested to the researcher and generalize the
results of a study. Then, the population in this research is all college in Undergraduate Education Physics of
State University of Medan A.Y. 2012/2013 as totally Student was 126 in regular class. The number of samples
used to determine what class to be used as a sample group. This is because the sample of individuals who are
already on the class number of the class has been drawn up by the school. Based on the preliminary study
conducted that the existing at State University of Medan is homogeneous, then the withdrawal of samples was
determined using a cluster random sampling classes. This study is a quasi-experiment research with this type of
design is used Factorial Design to determine the effect of something imposed on Students as research subjects,
which can be seen from the results of Students answers on the test.
3. Results
The results of effect of PjBL model to student creative thinking showed that there are differences in
creative thinking of Students through between the Project Based Learning model with KWL Worksheet and
Cooperative Learning model to solved problems in Physics. The process of learning made student to thinking
applied idea for get solution for problem physics based on theoretical in practice. The result of Student creative
thinking process can be seen in Figure 1.
In addition, some students understand less and greater understanding on the implementation of PjBL
model. To overcome this, efforts made prior to start of learning first time described and given examples to
students learning how the implementation and the results obtained so at the time of Students execution already
understand what to do and not take more time for phases other learning. In otherwise, Student started to having
habits with Creative thinking to solving problem in physics, still not just count and determine solution in
problem analyze, but can giving contribution and alternative solution. For help to analysis of interaction can be
seen in Table 3 from Anova Analysis.
Based on the Table 3 shown that Sig < 0.05 (0.000 < 0.05), it means H0 is rejected and Ha is accepted.
In other word, there are differences in creative thinking of Students through between the Project Based Learning
model with KWL Worksheet and Cooperative Learning model to solved problems in Physics. It caused in PjBL
model activity Student more giving ideas to groups for reach project finished. All of idea which are Student
collect will be discussed and selected for make finish Project in learning.
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Figure 1 Relation of Learning Models with Creative Thinking Process
Table 3 ANOVA
Sum of Squares
df
Between Groups
5710.144
1
Within Groups
10309.849
81
Total
16019.993
82
Source: Mihardi Research Data in 2013.
Mean Square
5710.144
127.282
F
44.862
Sig.
.000
4. Discussion and Conclusion
The result shown that Student creative thinking in project based learning model is greater than
cooperative learning models. It proved learning process with Project Based Learning actually effective to
advance Student creative thinking process. This is strengthened by the assessment of value average students
creative thinking in the experiment class was higher than control class. It shown project based learning model is
greater than cooperative learning model to reach creative thinking of student in learning. It caused in learning of
PjBL model that student trained to design, analyze, and applying of their idea and this is appropriated with Hong,
et al, (2010), Holubova (2008), Rillero and Zambo (2006), Kteily and Hawa (2010), and Mahanal, et al, (2012)
which is concluded that PjBL model in learning would be trained Student creative thinking in solved and get
finish of project. It caused in PjBL model activity Student more giving ideas to groups for reach project finished.
All of idea which are Student collect will be discussed and selected for make finish Their Project in learning.
The Results of observations made by the observer indicated that the student activity positive increased.
This is appropriate with ChanLin (2008) said that the implementation of integration technology into PjBL as
planning for Student self–exploratory experiences. Adding by Bell (2010) said that implementation of PjBL
make Student drive their own learning through inquiry. It was shown with successfully grounded to finish
product from planning which is made in learning. But, not closing impossible still group in experiment class
can’t be finished and getting change planning at first time learning. These was caused time in learning as short
time and student are not habit for done activity which is different with the others. Although the efforts are more
concerned with and guiding students for work in groups with an active way to ask each student about what he
has done in groups so students will be more motivated to be active in completing the task group to socialize
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